Sustaining STEM: A framework for effective STEM education across the learning continuum.

Research output: Book chapter/Published conference paperChapter (peer-reviewed)

Abstract

This chapter introduces the Sustaining STEM conceptual framework for effective STEM education that spans early childhood to senior secondary education. The framework represents three key interacting components: 1. Knowledge: the nature of STEM knowing and knowledge (for example, accessing STEM knowledge, dealing with uncertainty), rather than what should be known; 2. Skills: transdisciplinary skills beyond those of the individual STEM disciplines (for example, problem solving, creativity, critical thinking); and 3. Engagement: the affective domain of STEM education (for example, academic emotions, motivation). Additionally, the framework highlights the need to address critical issues in STEM education, for example: transitions and trajectories, gender, rurality, socioeconomic status, and cultural diversity. The chapter draws upon the available research evidence to present an informed and critical stance in relation to each of these elements of STEM education.
Original languageEnglish
Title of host publicationSTEM Education Across the Learning Continuum
EditorsAmy MacDonald, Lena Danaia, Steve Murphy
Place of PublicationSingapore
PublisherSpringer Singapore
Chapter2
Pages9-28
ISBN (Electronic)9789811528217
ISBN (Print)9789811528200
DOIs
Publication statusPublished - 2020

Fingerprint Dive into the research topics of 'Sustaining STEM: A framework for effective STEM education across the learning continuum.'. Together they form a unique fingerprint.

  • Cite this

    Murphy, S., MacDonald, A., & Danaia, L. (2020). Sustaining STEM: A framework for effective STEM education across the learning continuum. In A. MacDonald, L. Danaia, & S. Murphy (Eds.), STEM Education Across the Learning Continuum (pp. 9-28). Springer Singapore. https://doi.org/10.1007/978-981-15-2821-7_2